Name ____________________
Test Tube Geology
Prelab
Read the lab handout on the back of this sheet and complete the following questions and
actions.
1. What do you think: How does geology relate to chemistry?
2. In the materials section, what is the group of letters and numbers after the
chemical name (i.e. CuSO4) called?
3. Underline each place in the procedure where an observation (qualitative data) will
be made. Create an observation table that you can use during the investigation.
4. Circle each place in the procedure where a measurement (quantitative data) will be
made. Create a data table that you can use during the investigation.
5. Make a labeled sketch of what you think the test tube will look like after you
complete step 8.
6. Make a list of some of the specific factors you could change in the procedure that
might affect the outcome. After discussing with your lab group, circle one factor you
will change.
7. Complete the experimental design for this lab. Each lab table will do one
experimental trial and one control trial. Each lab table will choose its own
experimental question.
Experimental Question: What affect does changing _________________________
have on the outcome of the test tube geology lab? (This is a very general
experimental question, but you have to start somewhere!)
Hypothesis: It will be very difficult to make a good hypothesis because you
probably have no idea of what is going to happen.
Independent Variable:
Dependent Variable:
Constants:
Experimental Trial:
8.
9.
Number of Trials:
Control Trial:
Number of Trials:
Use the materials section of the lab handout to fill in the chemical names on the
safety and disposal handout.
ORL Rat LD50 is the amount of chemical that has a 50% chance of killing a rat with
a body mass of 1 kg. For instance, iron has an LD50 of 30 g/kg. That means 30 g of
iron has a 50% chance of killing a 1-kg rat. The other LD50 values are in mg of
chemical per kg of body mass (mg/kg).
a. CuSO4: How many grams is 300 mg?
b. NaCl: How many grams is 3,000 mg?
c. Which chemical requires the least mass to kill a 1 kg rat?
American Association of Chemistry Teachers
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Introduction
Earth has an atmosphere (air), a hydrosphere (water), and a lithosphere (land). The
biosphere encompasses all of the places where life exists—birds in the air, fish in water,
and humans on land. All of these parts of Earth are connected by biogeochemical cycles
that change and move matter throughout the planet.
In this experiment, you will focus on a very simple system that involves only a few
substances to see if any changes occur when the substances are placed near one another.
This experiment will help you to master a few very important learning goals:
1. design and carry out an experiment
2. make thorough and complete observations (qualitative data)
3. create and defend a scientific argument
Materials
 Copper(II) sulfate, CuSO4
 Sodium chloride, NaCl
 Nails (ungalvanized), Fe
 Water (distilled), H2O
 Balance
 Large test tube (2)
 Test tube rack
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Weighing boat (2)
Scoopula (2)
Wash bottle
Filter paper
Stopper
Other materials as needed
Procedure
Half of the table will carry out the procedure below. The other half of the table will change
one factor (decided by the group during the prelab) and keep the rest of the factors the
same. Record observations of all materials used in this experiment. You may supplement
your written observations with photos.
1. Label the top of a large test tube so you can identify it from other groups. Use
permanent marker.
2. Cut two circles from a piece of filter paper that will fit inside the test tube.
3. Tare a weighing boat on a balance. Use a scoopula to measure approximately 3 g of
copper(II) sulfate into the weighing boat. Record the exact mass. Transfer the
chemical to the test tube.
4. Place one circle of filter paper on top of the copper(II) sulfate layer.
5. Tare a new weighing boat on the electronic balance. Use a scoopula to measure
approximately 1.5 g of sodium chloride into the weighing boat. Record the exact
mass. Transfer the chemical to the test tube.
6. Place the second small circle of filter paper on top of the sodium chloride layer.
7. With the wash bottle, carefully and slowly add water to the test tube until the level
of water is about 2 cm above the level of the sodium chloride.
8. Carefully place a nail into the test tube. Do not puncture the filter paper.
9. Put a stopper on the test tube and place the test tube in the rack.
10. Make observations over the course of a few days.
Clearly state how the procedure was changed to test the one factor that you changed.
American Association of Chemistry Teachers
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Test Tube Geology SWH
SWH 1 Experimental Design
This is on the front of your handout. Use the template on Edmodo to type a nice copy.
SWH 2 Procedure
Summarize your experimental procedure in no more than 3 sentences. Use no person,
present tense. Be concise!
SWH 3 Data: Observations & Measurements
Organize your observations and measurements to make them clear and understandable.
Attach your original data tables (qualitative and quantitative) to your SWH.
SWH 4 Claim
Make a specific inference related to the experimental question based on the information
your group collected.
SWH 5 Evidence
What data (observations or measurements) support your claim? You can also include
photographic evidence that you specifically describe. Including photos without explaining
the evidence contained is not acceptable.
SWH 6 Scientific Communication
What does the class say? Compare your results (control and experimental) to groups who
changed the same variable as you. If you are the only one who did a particular
experiment, compare your control trials to other groups. Identify groups that you
compared to.
Is your claim still supported? Can you think of other reasons for what you
observed? Did discussion with other group(s) clarify your thinking?
SWH 7 Reflection
Draw a personal particulate model (PPM) showing how the particles that make up
copper(II) sulfate, salt, and the nail were arranged at the beginning of the experiment.
Use a separate shape for each substance and include a legend. Write an explanation of
the model.
1. Why did you decide to change the factor that you did?
2. What were your ideas to change about the experiment prior to the SWH (consult
some of the answers to the prelab)? What are your ideas to change about the
experiment now that you’re completing the SWH (consult SWH 4–6)?
3. What caused your ideas to change?
4. If you could redo this investigation, what things would you do differently to help it
run smoother?
5. What questions arose from the investigation (minimum of 2)?
American Association of Chemistry Teachers
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